课堂教学通常可分为三部分：导入、学授和小结。课堂小结作为教学中最后一步,经常会受到时间、教师情绪的影响,最容易为教师所忽视。而且传统的课堂小结方式多以教师小结知识点为主,很少涉及过程与方法,情感、态度与价值观的内容,忽视了学生的主体地位。在上海市二期课改不断推进的过程中,教师们也认识到了这一点,并对此提出了改进的方法。本期我们从中选择了一些经验来与读者分享。 Classroom teaching can usually be divided into three parts: introduction, learning and summary. As the last step in teaching, class summary is often influenced by time and teacher’s emotions, and is most easily overlooked by teachers. In addition, the traditional way of classifying the classroom is mainly based on the teacher’s brief knowledge point, seldom involves the process and methods, the content of emotions, attitudes and values, and neglects the student’s dominant position. In the course of the continuous improvement of the second-stage curriculum reform in Shanghai, the teachers also realized this and proposed an improved method. In this issue we have chosen some experience to share with readers.